Productive Struggle: Measuring Confusion and Emotional Disequilibrium in Informal Science Environments

• In Event: 63.064 - Measuring the Impact of Emotions in Informal Learning Environments

Abstract

Objectives. This study focuses on reliable, unobtrusive measurement of a specific type of visitor emotional experience: emotional disequilibrium, often presenting as confusion that results from a mismatch between expectations and experiences during interaction with a science exhibit. The measurement of emotional disequilibrium is part of a larger project seeking to understand and develop guidelines to foster a state of “productive struggle” among visitors – learning challenges that are exhilarating, challenging, intensive, and fruitful.

Perspectives. Many design approaches in informal science learning environments focus on engendering positive emotional states, but negative affective experiences such as struggle and challenge can be particularly powerful for learning (D’Mello, Lehman, Pekrun, & Graesser, 2014; National Research Council, 2009). Similar to constructs of flow (Csikszentmihalyi, Abuhamdeh, & Nakamura, 2005), “productive failure” (Kapur, 2016), and “hard fun” (Papert, 2002) we focus in this work on the cognitive and emotional state of productive struggle that can occur when a learner is actively engaged in a challenge that pushes them just beyond the limits of their existing capabilities and into the zone of proximal development (Blascovich & Tomaka, 1996; Russell, 2009; Vygotsky, 1980). Productive struggle begins with an experience of emotional disequilibrium that can be resolved through persistence towards a learning goal.

Methods & Techniques. Measuring such a precise cognitive and emotional state in the context of an informal science learning environment poses several challenges and opportunities to contribute to the field’s repertoire of data collection techniques. Using design-based research to iteratively develop both measurement approaches and exhibit design, this study is being conducted in the context of two exhibits at the Museum of Science, Boston. We use a combination of physiological, observational, and self-report measures to gain multiple perspectives of visitors’ experiences. These include using sensors that monitor electrodermal activity, an indicator of physiological arousal that can accompany a state of confusion or frustration (Picard et al., 2004), eye-tracking glasses to record the visitors’ gaze, observations of persistence, a survey, and an interview using video-supported stimulated recall with specialized scaffolds to ask for report of emotional experience.

Results. Results from early rounds of design-based research demonstrate the potential of this suite of measurement approaches to yield a novel perspective on visitors’ experiences. For example, we identified the concept of a “struggle budget:” visitors have a limited capacity for struggle, meaning that it is important for visitors to easily recognize how to interact with an experience so their internal resources can be dedicated to pursuing a learning-related goal. In addition, several visitors’ different sources of data provided seemingly contrasting impressions of their emotional experiences, providing rich opportunity for investigation in future rounds of design-based research.

Significance. The field of informal science learning has traditionally focused on eliciting positive or highly stimulated reactions or outcomes (e.g. Moore, Bathgate, Chung, & Cannady, 2013; National Research Council, 2009). Focusing instead on measuring and understanding the dynamics of meaningful, rewarding, and complex cognitive and emotional experiences broadens opportunities to support learning in all of its richness.

Authors

• Samantha G Daley, University of Rochester

• Katie Todd, Museum of Science, Boston

• Gabrielle Rappolt-Schlichtmann, EdTogether, Inc.